Kindergarten CCSS ELA Assessment Packet 2017 –...

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K indergarten CCSS ELA Assessment Packet

2017 – 2018

Rubric Scores: 4 = Standard Exceeded 3 = Standard Met – At Grade Level 2 = Standard Nearly Met 1 = Standard Not Met Yet

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Kindergarten ELA Assessments: 2017-2018

Assessment Dates DRA

K.RL.10 & K.RI.10

Concepts Of Print

K.FS.1a, b, & c

Names Capital Letters

KFS.1d

Names Lowercase

Letters KFS.1d

Letter Sounds K.FS.3a & b

Reads HFW’s

K.FS.3c

Blends Phonemes

K.FS.2d

Segments Phonemes

K.FS.2d

Tells Story Elements

K.RL.3

Writing K.W.1, K.W.2, &

K.W.3 K.L.1 & K.L.2

Beginning of Year

Baseline Testing Window August 17 – September 1

All All All All

Progress Monitoring #1

Testing Window September 25 – September 29

For students not

at end of the year benchmark

24/26

For students not at end of the

year benchmark 26/28



Trimester 1 Testing Window

October 16 – November 3 All

For students not at

benchmark 8/10

For students not at end of

the year benchmark

24/26


the year benchmark

26/28


the year benchmark

24/26

All

All *Sample based on

classroom writing

Progress Monitoring #2

Testing Window January 16 – January 19

For students not

at end of the year benchmark

24/26





Trimester 2 Testing Window

February 5 – March 2 All XX


the year benchmark

24/26


the year benchmark

26/28


the year benchmark

24/26


the year benchmark

28/31

All Optional

Give this assessment to ALL students who score DRA Levels A – 4

*If student scores

DRA Level 6 or higher and passes the

comprehension on the DRA, you do not need to

give this assessment. Give that student a rubric score of 4 on the report

card.

All *Opinion Writing

Performance Task

Trimester 3

Testing Window May 14 – June 1

All XX For students not at end of

the year benchmark

24/26


the year benchmark

26/28


the year benchmark

24/26


the year benchmark

28/31


the year benchmark

8/10

All For students not at end of the year

benchmark 5/6

All *Informative

Writing Performance

Task

All – Denotes an assessment that is required for all students. Testing may be discontinued once a student has mastered a particular assessment. Note: See the following pages for descriptions, directions, scoring, and interpretation of each assessment.

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CONCEPTS OF PRINT

SKILL: Understand how print works. TIME: This is an individually administered assessment. Use your discretion. The child

should not labor over the responses to the questions. It should be a natural conversation.

Tiger, Tiger (Rigby) is used for Concepts of Print Assessment

DIRECTIONS: In this assessment the child is asked questions using the Rigby book Tiger, Tiger. Do not administer this test on subsequent testing dates once the student meets the benchmark score. SCORING: Check the correct responses. Note any additional responses you might find helpful in future work with the child. BENCHMARK: 8

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Child’s Name CONCEPTS OF PRINT SURVEY – 2017-18

Directions and Scoring Sheet using Tiger, Tiger Rigby PM. DATES

* Optional unscored question: “Who reads books to you?” Beginning of the Year

First Trimester Optional Optional

1. Does child know the concept of front of book? Hand book to child in vertical position, spine towards the child. SAY: Show me the front of the book. Score 1 point for correct answer.

2. Does child know that the print, not the picture, is the part to be read? *Open to pages 2-3 of text. SAY: If I were to read this book to you, show me where I would start to read. Score 1 point if child points to print somewhere on page 3. Read page 3. Do not point to the words.

3. Does child know which way to read? *Turn to pages 4-5 of the book. SAY: Point to where I start reading. Score 1 point if child points to first word on the page.

4. Does child know that print is read from left to right? SAY: Which way do I go? Score 1 point if child moves finger from left to right.

5. Does child know that at the end of the line, you return to the next line? SAY: Where do I go after that? Score 1 point if the child sweeps to the left and to the next line. Read page 5. Score 1 point if child sweeps to the left and to the next line.

6. Does child know that the left page is read before the right page? *Turn to pages 6-7. SAY: Where do I start reading? Score 1 point if child points to the left page. Read pages 6 & 7.

7. Does child have one-to-one match with voice to print? *Turn to pages 8 & 9. SAY: Point to the words as I read. Score 1 point if the child exactly matches your voice to print as you read. Continue reading the book until you reach the end.

8. Does child know the concept of a letter? *Return to page 9 for numbers 8-10. * Provide two 3x5 cards (for numbers 8-10) that the child may use as a window to mask most of the text while showing only the parts you ask for. Model quickly how to slide the cards. SAY: Show me one letter. Show me two letters _____. Score 1 point if child shows both one and two letters.

9. Does child know the concept of a word? SAY: Show me one word. Show me two words. Score 1 point if child shows both one and two words.

10. Does child know the concept of first and last letter of a word? SAY: Show me the first letter of a word. Show me the last letter of a word. (They may point to the letters or use the masking cards.) Score 1 point if child shows both first and last letters.

TOTAL / 10 / 10 / 10 / 10

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LETTER NAMING Upper and Lowercase Letters

SKILL: Give the name of uppercase and lowercase letters. TIME: This is an individually administered assessment. If a child does not know a letter name, wait 4-5 seconds, then point to the next letter. FORMAT: You may point to the letter, use a mask to cover lines other than the one the

child is reading, or use an index card with a “window” cut in it to show one letter at a time. Move left to right across the rows of letters.

DIRECTIONS: “I’d like you to tell me the name of each of these letters. Put your finger under this letter. Ready? Read.” SCORING: On Recording Form, indicate correct responses with a check. If a child gives

an incorrect response, record the response the child gave. Leave blank if the child does not respond.

DISCONTINUE: If child is unable to say the name any of the first ten capital letters, you

may at that point say, “Look at the rest of the letters and see if there are any more that you know.” Add correct responses to total. Continue with the same procedure for the lowercase letters

END-OF-YEAR BENCHMARK: 24 Capital Letters 26 Lowercase Letters

NOTES:

1. Do not provide any help with these items or tell child if answers are right or wrong.

2. If the child gives a letter sound, ask for the letter name.

3. Write number of correct answers on the recording sheet.

4. For assessment purposes, you may use letter flashcards or retype the letter sheet to match the font taught at your school site.

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A F K P

W Z B H

O J U C

Y L Q M

D N S X

I E G R

V T

Letter Naming - Uppercase Letters

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a f k p

w z b h

o j u c

y l

q m

d n s x

i e g r

v t a g Letter Naming – Lowercase Letters

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Name: Teacher:

LETTER NAMING Date / / / / / / / /

A a F f K k P p W w Z z B b H h O o J j U u C c Y y L l Q q M m D d N n S s X x I i E e G g R r V v T t a g / 26 / 26 / 26 / 26 / 28 / 28 / 28 / 28 Total

/54

Total /54

Total /54

Total /54

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Reading High Frequency Words

SKILL: Read kindergarten high frequency words. TIME: This is an individually administered assessment. If a child does not know a high frequency word, wait 4-5 seconds, then point to the next word. FORMAT: You may point to the word, use a mask to cover words other than the one the

child is reading, or use an index card with a “window” cut in it to show one word at a time. Move top to bottom across the columns of words.

DIRECTIONS: Have the child read going down each column. Cover the other columns.

Ask child to read words. If child says he/she does not know the words, ask child to find any words he/she may know from the list. Stop assessment if child becomes frustrated or attempts to sound out sight words. Each word should be read in approximately 3 seconds.

SAY: “I’d like you to read each of these words. Put your finger under this word. Ready? Read.” SCORING: On recording form, indicate correct responses with a check ✓. If a child

gives an incorrect response, record the response the child gave. Write NR for no response. You may also give this assessment on ESGI.

DISCONTINUE: If child is unable to read the first ten words, you may at that point say,

“Look at the rest of the words and see if there are any more that you know.” Add correct responses to total.

END-OF-YEAR BENCHMARK: 28 Words

NOTES:

1. Give during each assessment window until child reads all words fluently.

2. Do not provide any help with these items or tell child if answers are right or wrong.

3. Don't score as correct if the child attempts to sound out sight words. High frequency words must be read automatically. Each word should be read in approximately 3 seconds.

4. You may use flashcards or the word list. Kindergartners may need to have the words on the list enlarged and may

need to use a marker to track the words as they read.

5. Write number of correct answers on the recording sheet.

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Read High Frequency Words KINDERGARTEN

The list below includes all 31 High Frequency Words taught in order from the Treasures Program.

I play here

can are was

we for she

the you he

like this has

a do look

see and where

go what my

to little me

have said with

is

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Child’s Name: Teacher:

High Frequency Word List: Kindergarten

Date Date Date Date

Date Date Date Date

/ / / / / / / / / / / / / / / /

1. I 17. do

2. can 18. and

3. we 19. what

4. the 20. little

5. like 21. said

6. a 22. here

7. see 23. was

8. go 24. she

9. to 25. he

10. have 26. has

11. is 27. look

12. play 28. where

13. are 29. my

14. for 30. me

15. you 31. with

16. this READS / 15 / 15 / 15 /15

READS / 16 / 16 / 16 /16

TOTALS / 31 / 31 / 31 / 31

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LETTER SOUNDS

SKILL: Give the sounds of lowercase letters. TIME: This is an individually administered assessment. If a child does not know a letter sound, wait 4-5 seconds, then point to the next letter. FORMAT: You may point to the letter, use a mask to cover lines other than the one the child is reading, or use an index card with a “window” cut in it to show one letter at a time. Move left to right across the rows of letters. DIRECTIONS: “I’d like you to tell me the sound that each of these letters makes. Put your finger under this letter. Ready? Read.” SCORING: On Recording Form, indicate correct responses with a check. If a child gives an incorrect response, record the response that the child gave. Leave blank if the child does not respond. DISCONTINUE: If child is unable to identify any of sounds for the first ten letters, you may at that point say, “Look at the rest of the letters and see if there are any more sounds that you know.” Add any correct responses to total. END-OF-YEAR BENCHMARK: 24 Letter Sounds

NOTES: 1. Do not provide any help with these items or tell child if answers are right or wrong. 2. If the child gives a letter name, ask for the letter sound. If the child continues to give only letter name,

record with an upper case letter. 3. Score either the soft or hard sound of the letter “c” and the soft or hard sound of the letter “g” as correct. 4. For assessment purposes, you may use letter flashcards or retype the letter sheet to match the font taught

at your school site. 5. Students who give a sound with a schwa sound after it should get credit for the sound. Note the

distortion and attend to it in instruction.

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Letter Sounds

m s f l

r n h v

w z b c

d g p t

j k y x

q

i o a u E Letter Sounds Master

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PHONEME BLENDING u Directions: Words are made by putting sounds together. I am going to say the sounds, and I want you

to tell me what word they make. For example, /s/ /ă/ /t/ makes the word sat.

u Practice items: /b/ /ĕ/ /d/ What word would I have if I put together the sounds /b/ /ĕ/ /d/? (If needed, say /b/ /ĕ/ /d/ makes bed.) /m/ /ă/ /p/ What word would I have if I put together the sounds /m/ /ă/ /p/? (If needed, say /m/ /ă/ /p/ makes map. /l/ /ŏ/ /s/ /t/ What word would I have if I put together the sounds /l/ /ŏ/ /s/ /t/? (If needed, say /l/ /ŏ/ /s/ /t/ makes lost.)

u Assessment Items:

(Provide no additional help with these items.) /_/ /_/ /_/ What word would I have if I put together the sounds /_/ /_/ /_/?

1. /t/ /ă/ /p/ (tap) 2. /m/ /ĕ/ /n/ (men) 3. /j/ /ŏ/ /g/ (jog) 4. /k/ /ŭ/ /t/ (cut) 5. /l/ /ĭ/ /d/ (lid)

6. /b/ /ī/ /k/ (bike) 7. /w/ /ā/ /v/ (wave) 8. /k/ /ō/ /t/ (coat) 9. /j/ /ŭ/ /m/ /p/ (jump)

10. /b/ /l/ /ă/ /k/ (black)

u Recording: On the Recording Form, indicate correct responses with √. If a child gives an incorrect word,

write that word. If a child gives a sound, write the letter that sound represents between two slash marks, e.g., /r/. Leave blank if child does not respond.

u Discontinue: Discontinue testing if a child misses three consecutive items after the Practice Items.

u Scoring: One point is awarded for each correct response. There is only one correct response which

represents the correct blending of these phonemes. For example, if a child says man instead of men for item 2, it is not credited. However, by writing down a child’s incorrect response, you can gather important clues about a child’s ability to do the task.

u End of the Year Benchmark: 8

u Interpretation: Manipulating phonemes is among the most challenging phonemic awareness skills – even

more challenging than blending onsets and rimes – since the units (phonemes) are quite abstract. In a study conducted early in the school year (October) with first grade children that were identified by their teacher as in the lowest 40% to 60% of the class in terms of emergent reading ability, it was found that on items in this task. This task is highly predictive of success in learning to read, but delaying reading instruction until a child can manipulate phonemes would not seem appropriate.

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PHONEME SEGMENTATION

u Directions: Now I will say a word and I want you to tell me the sounds that are in the word. For example, if I said sat, you would say /s/ /ă/ /t/.

u Practice Items:

What are the sounds in mud? Think about the first sound, the next sound, and the last sound. (If necessary say, the sounds in mud are /m/ /ŭ/ /d/. What are the sounds in not? Think about the first sound, the next sound, and the last sound. (If necessary say, the sounds in not are /n/ /ŏ/ /t/.) What are the sounds in jump? Think about the first sound, the next sound, the next sound, and the last sound. (If necessary say, the sounds in jump are /j/ /ŭ/ /m/ /p/.)

u Assessment Items: (Provide no additional help with these items.)

What are the sounds in ________?

1. pat (/p/ /ă/ /t/) 2. leg (/l/ /ĕ/ /g/) 3. sip (/s/ /ĭ/ /p/) 4. tub (/t/ /ŭ/ /b/) 5. rock (/r/ /ŏ/ /k/) 6. mean (/m/ /ē/ /n/) 7. joke (/j/ /ō/ /k/) 8. take (/t/ /ā/ /k/) 9. stop (/s/ /t/ /ŏ / /p/)

10. crab (/c/ /r/ /ă/ /b/) u Recording: Use Recording Form to indicate correct responses with √. If a child gives an incorrect word,

write that word. If a child gives a sound, write the letter that sound represents between two slash marks, for example, /r/. Leave blank if child does not respond.

u Discontinue: Discontinue testing if a child misses three consecutive items after the Practice Items.

u Scoring: Score one point for each correct response. There is only one correct response for each item and

all three or four phonemes must be given by the child. You will obtain important clues about a child’s ability by writing down incorrect responses. (Students must segment all 8 words correctly plus two additional four phoneme words correctly to get a rubric score of 4 on the report card.)

u Interpretation: This task is even more challenging than the Phoneme Blending task. In the same study

cited above, first grade children in the lowest 40% to 60% of the class were successful with two and one-half of six Phoneme Segmentation items. Children who score five or lower across twelve items are at risk of having difficulty learning to read in first grade, and those who score two or lower across twelve items are at considerable risk.

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Child’s Name Teacher

LETTER SOUNDS, PHONEME BLENDING & SEGMENTATION

LOWER CASE LETTER SOUNDS PHONEME BLENDING Date / / / / / / Date / / / /

m 1. /t/ /ă/ /p/ (tap)

s 2. /m/ /ĕ/ /n/ (men)

f 3. /j/ /ŏ/ /g/ (jog)

l 4. /k/ /ŭ/ /t/ (cut)

r 5. /l/ /ĭ/ /d/ (lid)

n 6. /b/ /ī/ /k/ (bike)

h 7. /w/ /ā/ /v/ (wave)

v 8. k/ /ō/ /t/ (coat)

w 9. /j/ /ŭ/ /m/ /p/ (jump)

z 10. /b/ /l/ /ă/ /k/ (black)

b TOTAL / 10 / 10

c

d

g PHONEME SEGMENTATION

p Date / / / /

t 1. pat /p/ /ă/ /t/

j 2. leg /l/ /ĕ/ /g/

k 3. sip /s/ /ĭ/ /p/

y 4. tub /t/ /ŭ/ /b/

x 5. rock /r/ ŏ/ /k/

q 6. mean /m/ /ē/ /n/

i 7. joke /j/ /ō/ /k/

o 8. take /t/ /ā/ /k/

a 9. stop /s/ /t/ /ŏ/ /p/ u 10. crab /c/ /r/ /ă/ /b/

e TOTAL /10 /10

TOTAL / 26 /26 /26

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Developmental Reading Assessment (DRA) Protocol K – 2

2017 – 2018

Purpose: 1. To assess each student’s fluency, accuracy, comprehension 2. To group students effectively for differentiated small group instruction 3. To assess students at risk of retention (2nd Trimester) 4. To document changes over time in reading performance (3rd Trimester)

ASSESSMENT FORMAT AND PROCEDURES Text Level

Text Title Grade Level Correlation

A Can You Sing? K 1 Things That Go K 1 What is Red? (Alt.) K 2 I Can See K 2 Bath Time (Alt.) K 3 The “I Like” Game K 3 Look at Me (Alt.) K

• Teacher selects the text. • Teacher introduces the text. • Student previews the text levels 1-3 • Teacher reads one or two pages. • Student points and reads the rest of the story; the teacher takes an oral reading record. • Teacher asks reading preference questions. (optional)

Text Level Text Title Grade Level Correlation 4 Where Is My Hat? Pre-Primer 4 Get Your Umbrella (Alt.) Pre-Primer 6 Time to Play Pre-Primer 6 Why Are We Stopping? (Alt.) Pre-Primer 8 The Lost Book Pre-Primer 8 Duke (Alt.) Pre-Primer 10 Grandma’s Surprise Primer 10 Shoe Boxes (Alt.) Primer 12 Allie’s Wish Primer 12 Robert’s New Friend (Alt.) Primer 14 A New School 1.1 14 The Wagon (Alt.) 1.1 16 Monkey’s Stepping Stones 1.2 16 Baby Birds (Alt.) 1.2 16 Animal Homes (Alt.) 1.2 16 Chip to the Rescue (Alt.) 1.2

18* Game Day 2 18 A Giant in the Forest 2 20 Green Freddie 2 20 Turtle’s Big Race 2 24 Thin as a Stick 2 24 The Wonderful Day 2

*2nd Grade teachers see General Information section • Student looks at the pictures and tells teacher what is happening in the story (previewing) in levels

1 – 16. • In level 18 -24 the student does not preview text. • Student reads all or a portion of the story (as specified by DRA) aloud; teacher takes an oral

reading record. In levels 18 -24 the student makes predictions after reading a portion of the text. • Teacher asks comprehension/response questions and completes the DRA fluency and

comprehension continuum and calculates and records the scores. • Teacher may ask reading preferences questions. (optional)

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DRA GENERAL INFORMATION 2017-2018

Kindergarten – 1st Grade The DRA is administered every trimester. Grades K – 2 Decoding Test up the levels until the student passes level 16 at 95% or the highest text level at which the student can achieve at the Independent Range:

• Level A - 90% • Levels 1-12 - 94% • Level 14 and above - 95% • Testing above level 16 is optional.

DRA Continuum Teacher records and scores the oral reading fluency and comprehension sections on the DRA continuum and records the scores on the first page of the DRA form.

Comprehension Comprehension is a vital skill of reading. In kindergarten and first grades, retelling is an essential standard. The comprehension (retelling) portion should always be administered. For levels 4-8, always record the comprehension score and continue to assess if the accuracy portion has been passed (Levels 1-12 – 94% accuracy). Starting at Level 10, if the comprehension score is less than 19 on the DRA comprehension rubric, stop the assessment even if the accuracy is within passing range.

Fluency Timing for fluency starts at Level 14. Use the oral reading fluency continuum and record the score on the DRA form. If a student’s fluency level falls in the intervention or instructional level (within the shaded area) for WPM please note your fluency concerns/observations. You DO NOT have to reassess with a lower level text.

Grades 1 & 2 Use an alternate DRA selection when resting at the same level.

2nd Grade Administer DRA until student has successfully passed Level 16. After that time, use BRI assessments 2A (1st trimester), 2B (2nd trimester), 2C (3rd trimester).

END OF YEAR GUIDELINES

• For K, do not test higher than Level 16. • For 1st grade, do not test higher than Level 24. • For 2nd grade, see above.

SCORING CONVENTIONS

READING BEHAVIORS Count as ERROR Count as CORRECT Substitution X Omission X Insertion X Told X Dialectical Pronunciation X Repetition X Self Correction X

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Sequencing – Optional Assessment

SKILL: Understand how to put events in order. TIME: This can be administered in a small group. Give each student a different page to sequence in

order to assure he/she completed the activity independently. DIRECTIONS: In this assessment the child is asked to look at the pictures at the bottom of the page, cut them out, and decide which happens first, next, and last. Glue the pictures in the correct order on the 1, 2, or 3. SCORING: Check the correct responses. BENCHMARK: 3 – There is not a rubric score of 4 for this assessment. NOTES ON ASSESSMENT: Sequencing is the prerequisite step to retelling. Therefore, this is an optional assessment to inform the teacher.

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Essential Elements of a Story (ELA Standard 3.3)

The Three Bears

Identify characters, settings, and important events. 1. “Who are the characters in the story?”

2. “Where is the setting?” or “Where does the story take place?”

3. What happened at the beginning of the story?

4. “What is the problem in the story?” (Goldilocks went into the Bear’s house when she shouldn’t have, Goldilocks ate their porridge, or she broke a chair, or she slept in a bed. Any of these answers or something similar.)

5. “What happened at the end of the story?”

6. “Why does Goldilocks run away?”

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The Three Little Pigs


2. “Where does the story take place?”

3. “What happened at the beginning of the story?”

4. “What is the problem in the story?”


6. “Why didn’t the brick house blow down? “

Total /6

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The Three Billy Goats Gruff


2. “Where does the story take place?”

3. “What happened at the beginning of the story?”

4. “What is the problem in the story?”


6. “Why did the Billy Goats want to go to the other side of the bridge?”

Total /6

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ELAReportCardGradingGuidelines2017-18~Kindergarten

READING:

UsethelistedassessmentstodeterminethefollowingReadingSkillsonthereportcard.Usethe4,3,2,1ProgressTowardStandardRubrictoassesseachReadingcomponent.

PROGRESSTOWARDSTANDARDRUBRIC

4–StandardExceeded3–StandardMet(AtGradeLevel)2–StandardNearlyMet1–StandardNotMetYet

*NotTested-Thismarkingisusedonlyinmathforstandardsthathavenotyetbeentaught/coveredforthattrimesterInKindergartenthiswillrarelybeusedbecauseweusethegrayshadingonthereportcard.

ReadingEffort:

BasedonTeacherObservation:

• O–Outstanding(consistentlydemonstrates)• S–Satisfactory(usuallydemonstrates)• U–Unsatisfactory(seldomdemonstrates)

Thefollowingshouldbeconsideredwhendeterminingagradeforeffort:

• Participation:classdiscussions,groupwork,partneractivities,attentionandfocusduringactivities,appropriateresponsestostudent/teacherinteractions,homeworkcompletion

• Qualityofworkproduced:neatness,attentiontodetail,completeness,grammarandspelling

• Perseverance:taskinitiation,taskfollow-through,consistency,academicendurance• Responsetofeedback:acceptsfeedbackfromothers

UnderstandsConceptsofPrint:

1stTrimester4= 103= 8–92= 71= 0–6

*Assessatthebeginningoftheyearandinthe1sttrimesteronly.

NamesCapitalLetters:

1stTrimester 2ndTrimester 3rdTrimester*OnlyReassessifNeeded

4= 26 4= 26 4= 263= 20–25 3= 24–25 3= 24–252= 14–19 2= 19–23 2= 19–231= 0–13 1= 0–18 1= 0–18

*Assesseverytrimesteroruntilendofyearbenchmarkmet.

NamesLowercaseLetters:


4= 28 4= 28 4= 283= 20–27 3= 26–27 3= 26–272= 14–19 2= 20–25 2= 20–251= 0–13 1= 0–19 1= 0–19


NamesSoundsofLetters:


4= 26 4= 26 4= 263= 13–25 3= 24–25 3= 24–252= 10–12 2= 19–23 2= 19–231= 0–9 1= 0–18 1= 0–18


ReadsHighFrequencyWords:

1stTrimester 2ndTrimester 3rdTrimester4= 31 4= 31 4= 313= 7–30 3= 20–30 3= 28–302= 4–6 2= 13–19 2= 22–271= 0–3 1= 0–12 1= 0–21


BlendsSounds:

2ndTrimester 3rdTrimester*OnlyReassessifNeeded

4= 10 4= 103= 8–9 3= 8–92= 7 2= 71= 0–6 1= 0–6

*Assessinthe2ndtrimester.

*Onlyreassessinthe3rdtrimesterifnotpassedinthe2ndtrimester.

SegmentsaWord:

3rdTrimester4= 103= 8–92= 71= 0–6

*Assessinthe3rdTrimester.

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TellsStoryElements:

2ndTrimester 3rdTrimester*OnlyReassessifNeeded

4=

6

OR

*IfstudentscoresDRA6+withComprehensionPassed(putYonall6questionsonESGI)

4=

6

OR

*IfstudentscoresDRA6+withComprehensionPassed(putYonall6questionsonESGI)

3= 5 3= 52= 4 2= 41= 0–3 1= 0–3*Assessinthe2ndtrimester.

*Onlyreassessinthe3rdtrimesterifnotpassedinthe2ndtrimester.

ReadGradeLevelAppropriateText:

DRAData:

1stTrimesterDRAAssessment

2ndTrimesterDRAAssessment

3rdTrimesterDRAAssessment

4= DRALevel6+ 4= DRALevel6+ 4= DRALevel6+3= DRALevels1–4 3= DRALevels2–4 3= DRALevels3–42= DRALevelA 2= DRALevel1 2= DRALevel21= DidnotPassA 1= DRALevelA 1= DRALevelsA–1

*Assesseverytrimester.

WRITING:

Use the O, S, U Effort Rubric to determine Writing Effort and Handwriting. Use the 4, 3, 2, 1 Progress Toward Standard Rubric to assess Conventions.

Use a ✓ to mark the Development Writing Stage.

Writing Effort:

Based on Teacher Observation: • O–Outstanding(consistentlydemonstrates)• S–Satisfactory(usuallydemonstrates)• U–Unsatisfactory(seldomdemonstrates)

The following should be considered when determining a grade for effort:

• Participation:classdiscussions,groupwork,partneractivities,attentionandfocusduringactivities,appropriateresponsestostudent/teacherinteractions,homeworkcompletion

• Qualityofworkproduced:neatness,attentiontodetail,completeness,grammarandspelling

• Perseverance:taskinitiation,taskfollow-through,consistency,academicendurance

• Responsetofeedback:acceptsfeedbackfromothers


Handwriting/Small Muscle Skills:

Based on Teacher Observation: • O–Outstanding(consistentlydemonstrates)• S–Satisfactory(usuallydemonstrates)• U–Unsatisfactory(seldomdemonstrates)


Developmental Writing Stages:

Use the Developmental Writing Rubric to review several pieces of independent writing (including the district performance task). Use a check mark to mark the overall developmental stage of writing on the report card each trimester. The writing should fit most of the criteria on the rubric. • 5:Experienced–Topicisfocusedwithclearanddevelopedideas• 4:Capable–Topicisnamedwithsomedetailsanddescriptions• 3:Developing–Simpleorpatternedsentence(s);ideasnotfullydeveloped• 2:Emerging–Somerecognizablewordsoraonethoughtstory• 1:Experimenting–Scribblingtostringsofletters


*Therewillnotbeadistrictperformancetaskinthe1sttrimester.

Shows a command of writing conventions:

Use the conventions portion of the Developmental Writing Rubric to review several pieces of independent writing (including the district performance task) to give a Progress Toward Standard grade.

1st Trimester 2nd Trimester 3rd Trimester

4= Experienced 4= Experienced 4= Experienced

3= Capable & Developing 3= Capable &

Developing 3= Capable & Developing

2= Emerging 2= Emerging 2= Emerging

1= Experimenting 1= Experimenting 1= Experimenting


*Therewillnotbeadistrictperformancetaskinthe1sttrimester.

Date post:	12-Jul-2018
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Kindergarten CCSS ELA Assessment Packet 2017 –...

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